Saturday 15 November 2014

Last Draft:):) not too late i hope!:)

The BBC News article, “Bridging Brazil’s Digital Divide” (2008) reports a shocking statistic that approximately 3 out of 5 Brazilians have never used the Internet or a computer even though Brazil is the 5th largest market in the world for computers. In the article, Mr Assumpco, the head of country’s committee to close the digital divide, contends that the digital divide is a social divide due to the exceptional “class divide” in Brazil. There is a prominent contrast where rich children are expose to technology since young and poor children might only be taught how to use a computer in their teenage years. Mr Assumpco observe that this led to a serious consequence of poor teenagers being taught to “comply with technology”.  He argues that this perspective will result in those having command over technology to be leaders as compared to the poor being commanded by technology, ,therefore in effect, perpetuating the inequality in Brazil.   It is pertinent to study the digital divide in Brazil as the digital divide and social inequality are mutually constitutive whereby such social inequality causes a digital divide and digital divide reproduces inequality.  Because there is an opportunity for information technology to be a “tool towards a more just and beneficial distribution of the country’s wealth”, a lack of ICT can have harmful effect on the group of people. (Albernaz, 2002).  In the context of Brazil, the lack of information communication technologies (ICTs) further socially exclude the youths from the favelas in but current Brazilian government measures to resolve the digital divide are ineffective as even though the government enable the access to technology, it does not resolve the “second digital divide” characterized by the amount of usage, familiarity of internet usage and effectiveness of usage which can be achieved by community-led projects (Pedrozo, 2013).  

In today’s information society, Brazilian youths from the favelas are not only digitally excluded but also further socially excluded. This is evident from the video “Center for Digital Inclusion (CDI),” narrating stories of slum dwellers in Rio de Janeiro, where the people are not able to escape the cycle of poverty in ways apart from joining the illegal drug trade. However, through the exposure to computer technology, many lives have been transformed, as slum dwellers were able to see new pathways in lives apart from drug dealing. It is evident that the lack of access to technology denies youths from gaining greater opportunities in life, as they are not exposed to the information and the world through the Internet. As a result, they do not have a vision out of the slums. Testimonies from the youths that benefitted from the digital inclusion project by CDI which will be discussed further in the essay shows positive correlation between access to information technology and opportunities to break out of the influence of drugs and poverty (Schwarz, 2009).  

One of the current measures by the Brazilian government to close the digital divide is by the One Laptop Per Child (OLPC) project implemented in schools, which provides a basic mobile computer for children studying in elementary and middle school in the country. Under the project, school children are able to have access to technology at a subsidized rate. This enables students to be active learners as they can rely less on the teacher’s help in their learning as information can be searched through the internet.

However, many youths from the slums do not benefit from this project as large proportion of youths have not completed basic education where a study by the Favela, Opinion, and Marketplace research group found out that approximately 1 out of 4 youths aged between 15-25 years has completed basic education (Pedrozo, 2013).  Moreover, Molinari (2011) argues that this is an unsustainable method due to the high cost to provide each child with a computer and the high carbon footprint of this project. He also observes that this project also passes costs to the poor families as the laptop would need to be maintained and regularly updated to prevent the technology from becoming obsolete ("Bridging the digital," 2011). Furthermore, such state-led projects are unable to resolve the localized problems like the lack of attention to the lack of sanitation due to social inequity. However, the community-led project discussed in the following paragraph will remedy this limitation. 


The Center for Digital Inclusion, also known as the Committee to Democratize Information Technology (CDI), is the oldest and most well- known computer school in Brazil. The CDI, unlike the OLPC project, is a community-led project. The schools are called “citizenship schools,” (Albernaz, 2002) and their mission is to change lives and build resilient low-income communities by empowering people with ICTs. This empowerment comes through the education of the marginalized population in the favelas to fight poverty using technology. ("Bridging the digital," 2011). Some examples of the lessons are 6 months basic or advanced courses of Microsoft, basic writing and reading as well as programming languages. The centers are successful as they do not conform to the rigid computer school model where people just learn by sitting in front the computer.* Instead, most importantly, youths are encouraged to use what they learnt by teaching relevant and applicable knowledge like graphing of egg production and planning of budget through excel.(Albernaz, 2002). As observed by Hunt (2012), the CDI community centers’ lessons not only impart digital knowledge but also teach “civic education, community building, empowerment and entrepreneurial skills.” They provide a platform for the practical usage of technology through a “social advocacy project” where students can change a negative aspect of their community by creation of “awareness campaigns” or work together to resolve the various problems like “sexual abuse, pollution, violence, crime, and drugs, to the lack of healthcare or schools.” Therefore, CDI provides a good avenue for people at the margins to be heard and through technology use “create social action, social change and social inclusion” (Hunt, 2012). 

The success of the CDI is also due to local ownership as locals run the schools. The local actors in the living and working in the slums are in the best position to bring about important necessary social changes unlike the government and non-governmental organizations that may not identify pressing issues correctly. However, from the study of  “Impact Evaluation of CDI” ,the poorest people in Rio de Janeiro’s slums do not have the time to attend the course as survival is more important and many do not find jobs that are technology related. Furthermore, many computers in the CDI do not have Internet connection and very often the computers are outdated (Albernaz, 2002). Even though the CDI have the potential to bring out social change, there is a need for greater government support in building the Internet infrastructure. This is to ensure that the marginalized communities are able to use ICTs effectively, which solves the “second digital divide” effectively. 


There is a need for close partnership between the state and non-governmental organization  like the example of CDI as power is not just top-down but bottom-up. Such proactive communities with the support of Brazilian government subsidies will lead to successful digital inclusion for the youths in the favelas. Even though there are limitations to the solution of CDI community centers, at least it provides opportunities for youths to build self-esteem and have a sense of possibilities, which could never be available when they are immerse in the drug trafficking environment (Albernaz, 2002).

References

Albernaz, A. (2002). The internet in Brazil: From digital divide to democracy? New York University, 1-34. Retrieved from http://www.aaplac.org/library/AlbernazAmi03.pdf 
Bridging Brazil's digital divide. (2008, Oct 2). BBC News (World) . Retrieved from http://news.bbc.co.uk/2/hi/technology/7647114.stm
Bridging the digital divide [Web]. (2011). Retrieved from https://www.youtube.com/watch?v=kaxCRnZ_CLg
Schwarz, M. (Producer) (2009). Center for digital inclusion [Web]. Retrieved from https://www.youtube.com/watch?v=5nfKTTi6KqA
Hunt, M. (2012, Sept 28). The center for digital inclusion: Transforming lives and uplifting communities by bridging the digital divide. Huffpost. Retrieved from http://www.huffingtonpost.com/michele-hunt/the-center-for-digital-in_b_1922015.html
Pedrozo, S. (2013). New media use in Brazil: Digital inclusion or digital divide?. Online Journal of Communication and Media Technologies, 3(1), 144-162.

Sorj, B. (2003). Brazil@digitaldivide.com confronting inequality in the information society. United Nations Educational, Scientific and Cultural Organization. Retrieved from http://www.centroedelstein.org.br/pdf/brazildigitaldividecom.pdf



Wednesday 12 November 2014

Critical reflection

In ES1102, peer and tutor review was carried out in class and through online platform like our blogs and Facebook. Throughout the module, we have to give feedback to peers’ writing like the reflection, reader response and problem solution essay blog assignments. I feel that this is an effective learning process with friendly classmates who are willing to take the effort to give constructive feedback as well as being receptive to feedback. Peer feedback also makes learning less stressful and creates an open environment for learning to occur because making mistakes is not an embarrassment but an opportunity for everyone to learn. Tutor feedbacks were also very detailed and encouraging.

During class, the tutor often prompts us to give feedback to our peers work. This process trains our critical thinking and the ability to give constructive feedback as well as compliments. I feel that this is lacking in other tutorials of other modules I attended. Very often, after presentations when the professor asks if anyone have and questions or feedback, I observe that most feedbacks are too critically and focus on pinpointing mistakes. As a result, the skills I would definitely transfer to other modules would be to give constructive feedback. 


The emphasis on peer and tutor feedback is what makes the module unique from other modules and more fun. It is very nice learn in an interactive environment when everyone is supportive. The feedback our Tutor gave after each draft is also very effective. In other modules, very often learning stops at the submission day. After receiving back the feedback of the essay, there is no need for further refinement and correction. Thus it is very common to have recurring mistakes in writing and not corrected. After this module, I would utilize the effectiveness of peer and tutor feedback and get my peers to help me read my drafts and go for consultation with professors. I would also take charge of my learning and not stop at the final submission because we are always one draft away from making out arguments more convincing. :) This would require a lot of discipline to start my work early and not do last minute work!

Lastly, the writing skills I learnt from this module is also very applicable to my writing in future. The biggest take away from peer and tutor feedback for me would be that contributing and seeking feedback is not that intimidating after all because it is not only helpful for my individual learning but also benefits everyone else!

Monday 10 November 2014

Reflection plus Appraisal

Before the presentation I was actually quite stressed, as I was the last presenter.
Normally I would prefer to be the first presenter to get it over and done with. The most stressful part was how Brad comment and advise other presenters hence I felt the expectations on needing to absorb and adopt them in my presentation. However, when I stood in front of the class the nerves disappeared as my audiences were classmates that I have been interacting with for the past weeks. So, it was actually quite a comfortable experience to be sharing my work with them.

I have to confess that I did not prepare for the presentation as I had other assignments due that day. I actually overslept that morning hence I did not have time to prepare pretty slides and an organized speech. This presentation really forced me to prepare within a limited time (e.g. creating the slides on the train).  Thus I have learnt my lesson to prepare my work ahead of time so I will have time to familiarize myself with the content. This will prevent me from using fillers in my presentation. I didn’t even realize until I got the feedbacks by my peers that I keep agreeing with myself and answering my own questions. >< Also, due to the lack of practice I was unable to fully make use of the video I showed and give a strong conclusion.

After the presentation it is very motivating that my presentation allowed people to have something to take away. I am really thankful to have such supportive and friendly professor and peers to work with this semester. Even though it is a no modular credit module, it is actually the tutorial I enjoyed most this semester. Also, it is also the first time I had written so many drafts for an essay. Haha. I am actually someone that procrastinate A LOT which result in me starting to write only a few days before my essay due date. However, after this module I will definitely adopt the drafting method and make sure I edit my work over and over again.  I realize when I only write once and submit, there is a tendency to deceive myself that my work make sense and do not need further improvement because of time constrain.

Brad’s lessons are amazing as he is never boring and the whole lesson is always filled with the class thinking and interacting. The biggest take away from this presentation is how Brad have emphasize the need for all of us to re-orientate ourselves and really see the competition around us instead of staying in our “kampong” environment. Even though it is stressful thinking about it but I would choose to look at it positively:). With practice I am sure all of us will improve and will be able to share our ideas effectively:)